This report examines the nature and extent of support for teacher professionalism using the Teaching and Learning International Survey (TALIS) 2013, a survey of teachers and principals in 34 countries and economies around the world. Teacher professionalism is defined as the knowledge, skills, and practices that teachers must have in order to be effective educators.

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No country or economy participating in PISA 2012 can claim that all of its 15-year-old students have achieved basic proficiency skills in mathematics, reading and science. Some 28% of students score below the baseline level of proficiency in at least one of those subjects, on average across OECD countries

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There is no country or economy participating in PISA 2012 that can claim that all of its 15-year-old students have achieved a baseline level of proficiency in mathematics, reading and science. Poor performance at school has long-term consequences, both for the individual and for society as a whole. Reducing the number of low-performing students is not only a goal in its own right but also an effective way to improve an education system’s overall performance – and equity, since low performers are disproportionately from socio-economically disadvantaged families.

Low-performing Students: Why they Fall Behind and How to Help them Succeed examines low performance at school by looking at low performers’ family background, education career and attitudes towards school. The report also analyses the school practices and educational policies that are more strongly associated with poor student performance. Most important, the evidence provided in the report reveals what policy makers, educators, parents and students themselves can do to tackle low performance and succeed in school.

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Most countries have made little progress helping their weakest students improve their performance in reading, mathematics and science over the past decade. This means too many young people are still leaving school without the basic skills needed in today’s society and workplace, hurting their futures and long-term economic growth, according to a new OECD report.

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Archived Webinar - Friday, 12 February 2016, 10:00 a.m. – 12:00 p.m. (ET) - The Alliance for Excellent Education and the National Commission on Teaching and America’s Future (NCTAF) joined forces with the Organisation for Economic Co-operation and Development (OECD) to host a joint U.S. release of the OECD’s new report Supporting Teacher Professionalism.

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Qualifications are useful because they make skills visible. It is confidently assumed that the holder of a school-leaving certificate can read and understand instructions, and make calculations, and that those with university degrees can do much more.